纽约代写Assignment:南非残疾学生

2017-05-24 00:59

南非残疾学生面临的最大挑战是融入一个正常的社会，参与一个已经竞争的教育系统，以及为专业的经济世界提供充分的装备。一种方法，以确保最佳的残疾学生的结果将是评估和分析对这些学生的影响。要做到这一点，不同类型的辅助技术必须确定和可能的水平运动场，为残疾学生平等机会为那些可为他们身强力壮的同事。许多技术（辅助/自适应技术）已经开发了针对南非的残疾学生的现象。但却很少有文献已被写入有关这些类型的技术，其最终用户从残疾学生¿½视角。即使有一些文献已被写入，大部分还¿½T被写成一个在南非的残疾学生的声音，但是其他的文献综述。本研究认为，有必要研究被写入从残疾学生¿½角度，帽子为什么参与式研究是一个更合格的研究格式这类话题。虽然南非的大部分教育工作者正在努力确保残疾学生使用相同的技术，其对应的（非残疾），它¿½的处理，大部分是软件不能容纳所有的包容性的教育和设计方面的残疾学生是困难的（菲舍尔，1995）。
纽约代写Assignment:南非残疾学生
The greatest challenge today South African students living with disabilities is integrating into a normal society and participating in an already competitive educational system, as well as being fully equipped for the professional economic world. One way to ensure best outcomes for disabled students would be to assess and analyze the impact of AT on these students. To do this, different types of Assistive technologies would have to be identified and may level the playing ground and offer equal opportunities for disabled students as those available for their able bodied colleagues.A number of technologies (Assistive/adaptive Technology) have been developed to deal with the phenomenon of students with disabilities in South Africa. But very little literature has been written about these types of technology and their impacts to the end-users from the disabled students¿½ perspective. Even with some of the literature that has been written, most of it hasn¿½t been written as a voice of the disabled students in South Africa but as review of other literature. This study deduces that there is need for research to be written from the disabled students¿½ perspective, hats why participatory research is a far more eligible research format for this kind of topic. Although most of the educators in south Africa are trying to make sure that the disabled students use the same technology as their counterpart (non-disabled), it¿½s been hard for the disabled students to deal with the fact that most of the software being made do not accommodate the aspect of inclusive education and design for all (Fischer, 1995).

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